I föreliggande examensarbete har fem historielärares uppfattningar kring elevers läsförståelse, läsande av historiska texter, dess påverkan av undervisningen och ämnet undersökts. Syftet med examensarbetet är att belysa sambandet mellan elevers läsförståelse och deras utvecklande av historiemedvetande. En kvalitativ metod med semistrukturerade intervjuer har använts för att generera data, som har genomgått en analys med metoden grounded theory. För att besvara examensarbetets syfte har arbetet två forskningsfrågor, nämligen hur historielärare arbetar med elevers läsande av historiska texter samt hur historielärarna upplever att elevernas svårigheter med textläsningen påverkar historieundervisningen. Historielärarna har ett antal strategier som de använde sig av när eleverna skulle läsa historiska texter i historieundervisningen. Strategierna kan kategoriseras som begrepp och elevers ordförråd, högläsning, diskussion, förkunskap och att anpassa och tydliggöra för eleverna. Historielärarna upplevde att elevers svårigheter med textläsningen påverkar historieundervisningen, vilket har genererat att lärare undviker och minskar omfånget text och att det finns ett behov av strategier när historiska texter ska läsas. Resultatet visade utifrån undersökningen, dess teoretiska ramverk och forskningsläge, att historiska texter kan främja för elevers utvecklande av historiemedvetande, men på grund av deras bristande läsförståelse behöver de få stöd av strategier. Strategierna som lärarna använde sig av är betydelsefulla för elevers läsförståelse, läsande av historiska texter och utvecklande av historiemedvetande. Detta resultat har även kunnat stärkas med vetenskaplig forskning som berör historiemedvetande och läsförståelse. / Five history teachers’ perceptions of students reading comprehension, reading of historical texts, the influence of education and the subject has been examined in this article. The purpose of this study is to elucidate the relationship between students' reading comprehension and their development of historical consciousness. A qualitative method of semi-structured interviews was used to generate data that has undergone analysis method grounded theory. To answer the article purpose this article has two research questions, namely how history teachers work with students reading of historical texts and how the history teachers feel that students' difficulties with the text reading affects the teaching of history. History teachers have a number of strategies that they use when students would read historical texts in history teaching. The strategies can be categorized as concept and students' vocabulary, reading aloud, discussion, qualifications, and to adapt and make clear to the students. History teachers felt that students' difficulties with the text reading affects the teaching of history, which has generated that the teacher avoids and reduces the scope of the text and there for there is a need of strategies when historical texts are to be read. The results showed on the basis of the study, its theoretical framework and research location, the historical texts can promote the students' development of historical consciousness, but because out of their lack of reading skills they need to get the support of strategies. The strategies that the teachers made use of is important for students' reading comprehension, reading of historical texts and development of historical consciousness. This result has also been strengthened with scientific research relating to historical awareness and reading comprehension.

La thèse présente la première traduction française du troisième livre du Contre Eunome de Grégoire de Nysse (fin du IVe s.), accompagnée d’une annotation consacrée principalement à l’identification des sources bibliques et profanes et à l’étude du vocabulaire. La première partie du commentaire offre une étude de l’histoire de la transmission du texte et constitue les prolégomènes à une nouvelle édition. La seconde partie est consacrée aux outils littéraires de la controverse et prête une attention particulière aux sources profanes de la polémique mise en œuvre par Grégoire. La troisième partie concerne le rôle du texte biblique dans l’écriture de Grégoire ; l’étude de plusieurs lieux exégétiques permet de montrer comment ces développements échappent pour partie à leur contexte immédiat et s’inscrivent dans un débat plus large. La thèse montre l’importance de cette œuvre dans le développement d’une écriture chrétienne de la polémique et en rassemble les principales caractéristiques. / This work proposes the first French translation of Gregory of Nyssa’s book III Contra Eunomium (end of the 4th century), with comprehensive annotation devoted to the biblical and classical sources and the vocabulary used by the author. The first part of the commentary, which is conceived as a preliminary study for a new edition, deals with the transmission of the Greek text and offers a tentative reconstruction of its textual history. The second part is a study of the literary tools put forth in the controversy and pays particular attention to classical sources. The third and last part deals with the use made of biblical citations. By examining closely some exegetical passages, we show how Gregory’s opus goes beyond the contextual frame of the controversy against Eunomius and widens the scope of debate. Our main argument is to highlight the importance of the Contra Eunomium in the development of a Christian polemical style and points out the main characteristics of this literary genre.

This thesis investigates how various text-talks, i.e. text-focused classroom discussions, may scaffold students’ reading of specialised texts in upper secondary school. The study consists of qualitative case studies based on classroom observations of two teachers’ History instruction, focusing on parts defined as text-talks. An intervention study was conducted where one teacher worked with two text-talk approaches. The research questions regard how students move in relation to the text in the text-talks and how text content is incorporated, what scaffolding structures emerge, and whether and how the text-talks differ. A secondary aim is to generate theories concerning the potentials and limitations of text-talk as a reading scaffold. Analyses were done in terms of text movability to show reading positions, intertextual cohesion to show relations between source text and text-talk, and scaffolding which includes peer scaffolding, teacher scaffolding and the text-talks as a scaffold per se. A methodological contribution is the development of a model for content-based analyses of authentic text-talks. The results show that in text-talks that work as a scaffold, students take the expected positions toward the text, and the talks are clearly related to the source text, by means of lexical and conjunctive cohesion that is often varied and built-out. For more demanding texts, the students show dynamic text movability and move between exploring contents, subject field and context. Other characteristics are either peer scaffolding showing dialogicity and negotiation of meaning, or teacher scaffolding enabling students to progress and develop tools for text reception. The intervention approaches seem to scaffold reading to a greater extent than text-talks within ordinary instruction where the framing is weak. In conclusion, the results suggest that both student- and teacher-led text-talks may scaffold reading, but they need to be well planned and prepared with a structured framing.

This thesis investigates how various text-talks, i.e. text-focused classroom discussions, may scaffold students’ reading of specialised texts in upper secondary school. The study consists of qualitative case studies based on classroom observations of two teachers’ History instruction, focusing on parts defined as text-talks. An intervention study was conducted where one teacher worked with two text-talk approaches. The research questions regard how students move in relation to the text in the text-talks and how text content is incorporated, what scaffolding structures emerge, and whether and how the text-talks differ. A secondary aim is to generate theories concerning the potentials and limitations of text-talk as a reading scaffold. Analyses were done in terms of text movability to show reading positions, intertextual cohesion to show relations between source text and text-talk, and scaffolding which includes peer scaffolding, teacher scaffolding and the text-talks as a scaffold per se. A methodological contribution is the development of a model for content-based analyses of authentic text-talks. The results show that in text-talks that work as a scaffold, students take the expected positions toward the text, and the talks are clearly related to the source text, by means of lexical and conjunctive cohesion that is often varied and built-out. For more demanding texts, the students show dynamic text movability and move between exploring contents, subject field and context. Other characteristics are either peer scaffolding showing dialogicity and negotiation of meaning, or teacher scaffolding enabling students to progress and develop tools for text reception. The intervention approaches seem to scaffold reading to a greater extent than text-talks within ordinary instruction where the framing is weak. In conclusion, the results suggest that both student- and teacher-led text-talks may scaffold reading, but they need to be well planned and prepared with a structured framing.